Teaching methodology

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Sector : TVET

Qualification Title: TRAINING METHODOLOGY I

Unit of Competency: Plan Training Session

Module Title: Planning Training Session

Technical Education & Skills Development AuthorityNATIONAL TVET TRAINERS ACADEMY

Marikina City

Plan Training Session

Trainers Methodology

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Date Developed: July 2010Date Revised: February 2012

Document No. Issued by:

NTTAPage i of vii

Developed by:Redilyn C. Agub Revision # 01

Sample Data Gathering Instrument for Trainee’s Characteristics

Please answer the following instrument according to the characteristics described below. Encircle the letter of your choice that best describes you as a learner. Blank spaces are provided for some data that need your response.

Characteristics of learners

Language, literacy and numeracy (LL&N)

Average grade in:English

a. 95 and aboveb. 90 to 94c. 85 to 89d. 80 to 84a. 75 to 79

Average grade in:Math

a. 95 and aboveb. 90 to 94c. 85 to 89d. 80 to 84e. 75 to 79

Cultural and language background

Ethnicity/culture:a. Ifugaob. Igorotc. Ibanagd. Gaddange. Muslimf. Ibaloyg. Others( please specify)Kalinga

Education & general knowledge

Highest Educational Attainment:a. High School Levelb. High School Graduatec. College Leveld. College Graduatee. with units in Master’s degreef. Masteral Graduateg. With units in Doctoral Levelh. Doctoral Graduate

Sex a. Male


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Document No. NTTA-TM1-01Issued by:

NTTA Page 2 of 250 Developed by:Redilyn C. Agub Revision # 01

Characteristics of learnersb. Female

Age Your age: 18-35Physical ability 1. Disabilities(if any)_____________________

2. Existing Health Conditions (Existing illness if any)

a. Noneb. Asthmac. Heart diseased. Anemiae. Hypertensionf. Diabetesg. Others(please specify) ___________________

Previous experience with the topic

TM Certificatesa. TQ certifiedb. TM graduatec. TM trainerd. TM lead trainer

Number of years as a competency trainer ______

Previous learning experience

List down trainings related to TMNC2- Computer Hardware Servicing

______________________________________________________

Training Level completed

National Certificates acquired and NC levelNC2- Computer Hardware Servicing___________________________________

Special courses Other courses related to TMa. Units in educationb. Master’s degree units in educationc. Others(please specify)

_________________________

Learning styles a. Visual - The visual learner takes mental pictures of information given, so in order for this kind of learner to retain information, oral or written, presentations of new information must contain diagrams and drawings, preferably in color. The visual learner can't concentrate with a lot


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Characteristics of learners

of activity around him and will focus better and learn faster in a quiet study environment.

b. Kinesthetic - described as the students in the classroom, who have problems sitting still and who often bounce their legs while tapping their fingers on the desks. They are often referred to as hyperactive students with concentration issues.

c. Auditory- a learner who has the ability to remember speeches and lectures in detail but has a hard time with written text. Having to read long texts is pointless and will not be retained by the auditory learner unless it is read aloud.

d. Activist - Learns by having a goe. Reflector - Learns most from activities

where they can watch, listen and then review what has happened.

f. Theorist - Learns most when ideas are linked to existing theories and concepts.

g. Pragmatist - Learns most from learning activities that are directly relevant to their situation.

Other needs a. Financially challengedb. Working studentc. Solo parentd. Others(please specify)

___________________________


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FORM 1.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or information which is essential in planning training sessions. Please check the appropriate box of your answer to the ques below.

CORE COMPETENCIESCAN I…? YES NO

1. Install computer systems and networks 1.1 Plan and prepare for installation X

1.2 Install equipment/device system X 1.3 Conduct test X

2. Diagnose and troubleshoot computer systems 2.1 Plan and prepare for diagnosis of faults of

computer systems X

2.2 Diagnose faults of computer systems X 2.3 Repair defects in computer systems and

networks X

2.4 Test systems and networks X3. Configure computer systems and networks

3.1 Plan and prepare for configuration X3.2 Configure computer systems and networks X3.3 Inspect and test configured computer systems and networks

X

4. Maintain computer systems and networks 4.1 Plan and prepare for the maintenance of computer systems and networks

X

4.2. Maintain computer systems X4.3. Maintain network systems X4.4 Inspect and test configured/repaired computer system and networks

X


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Note: In making the Self-Check for your Qualification, all required competencies should be specified. It is therefore required of a Trainer to be well- versed of the CBC or TR of the program qualification he is teaching.

Evidences/Proof of Current Competencies(Sample)

Form 1.2: Evidence of Current Competencies acquired related to Job/Occupation

Current competencies Proof/Evidence Means of validating

Install computer systems and networks

Training certificate, Transcript of records

Interview

Configure computer systems and networks

OJT certificate Actual Demonstration

Maintain computer systems and networks

Employment certificate Interview and actual hands-on


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Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1) and the evidences of current competencies (Form 1.2), the Trainer will be able to identify what the training needs of the prospective trainee are.

Form 1.3 Summary of Current Competencies Versus Required Competencies (Sample)

Required Units of Competency/Learning Outcomes based on

CBC

Current Competencies

Training Gaps/Requiremen

ts

1. Install computer systems and networks 1.1 Plan and prepare for installation

Plan and prepare for installation

1.2 Install equipment/device system

Install equipment/device system

1.3 Conduct test Conduct test2. Diagnose and troubleshoot computer systems

2.1 Plan and prepare for diagnosis of faults of computer systems

Plan and prepare for diagnosis of faults of computer systems

2.2 Diagnose faults of computer systems

Diagnose faults of computer systems

2.3 Repair defects in computer systems and networks

Repair defects in computer systems and networks

2.4 Test systems and networks

Test systems and networks

3. Configure computer systems and networks 3.1 Plan and prepare for configuration

Plan and prepare for configuration


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3.2 Plan and prepare for configuration

Plan and prepare for configuration

3.3 Inspect and test configured computer systems and networks

Inspect and test configured computer systems and networks

4. Maintain computer systems and networks 4.1 Plan and prepare for the maintenance of computer systems and networks

Plan and prepare for the maintenance of computer systems and networks

4.2 Maintain computer systems

Maintain computer systems

4.3 Maintain network systems

Maintain network systems

4.4 Inspect and test configured/repaired computer system and networks

Inspect and test configured/repaired computer system and networks

Using Form No.1.4, convert the Training Gaps into a Training Needs/ Requirements. Refer to the CBC in identifying the Module Title or Unit of Competency of the training needs identified.

Form No. 1.4: Training Needs (Sample)

Training Needs(Learning Outcomes)

Module Title/Module of Instruction

Repair defects in computer systems and networks

Test systems and networks


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SESSION PLANSector : INFORMATION AND COMMUNICATION TECHNOLOGYQualification Title : NC II IN COMPUTER HARDWARE SERVICINGUnit of Competency : Diagnose and troubleshoot computer systems Module Title : Diagnosing and troubleshooting computer systems

Learning Outcomes: LO 3 Repair defects in computer systems and networks LO 4-Test systems and networks

A. INTRODUCTIONB. LEARNING ACTIVITIESLO 3: Repair defects in computer systems and networks Learning Content Methods Presentation Practice Feedback Resources Time

Proper repairing/replacing procedures of different components

Lecture-demonstration

Discussion and demonstration on Proper repairing/replacing procedures of different components

Interview

Redemonstration on proper repairing/ replacing procedures of dif. Component

Answer on interview

Perform job sheet 3.1

Compare trainees demonstration using checklist

Compare with answer key

Goggles Gloves Screw

drivers Anti-static

wrist wrap Board

marker White

board Job sheet

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Developed by: NTTA Revision # 01

Wiring techniques Lecture-demonstration, Group discussion

Demonstrate wiring technique

Open forum on wiring technique

Interview

Redemonstration of wiring technique

Hands-on activity

Perform job sheet 3.2

Compare demonstration with checklist


Crimping tools

LAN tester Pliers Cutters Hand-outs Board

marker White board

Job sheet Determining defective components

Lecture-demonstration, Self-paced instruction, Group discussion

Distribute Hand-outs

Open forum on wiring technique

Interview

Identification of defective component

Oral recitation

Perform task sheet 3.1


Compare answers with checklist

LAN tester Multi-

tester Hand-outs Board

marker White board

Task sheet

Basic networking Lecture-demonstration, Self-paced instruction

Lecture-demonstration using power point presentation

Individual practice

Hands-on Perform

Information sheet 3.1

Compare trainees demonstration using checklist

Crimping tools

LAN tester Board

marker White board


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Job sheetLO 4: Test systems and networksGuidelines for testing computer system

Lecture-demonstration Presentation using power point Question and

answer

Viewing power point slides

Read information sheet 4.1

Critiquing using answer key

Hand-outs

Board marker White board

Information Sheet

Advance networking Lecture-demonstration, Self-paced instruction

Distribute Hands-out

Lecture-Demonstration

Observe trainer’s demonstration

Perform job sheet 4.1 on advance networking

Compare demonstration with checklist

Hand-outs Crimpin

g tools LAN

tester Pliers Cutters Job

sheet

Computer systems operation

Lecture-demonstration Lecture-demonstration on Computer System Operation

Redemonstration on Computer system operation

Perform job

Compare answers with check list

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sheet 4.2 on Computer Systems Operation

Digital electronics Lecture-demonstration Discussion on digital electronics

Open forum on digital electronics

Quiz Interview Read

information sheet 4.2

Compare answer from answer key

Hand-outs


Communications Lecture-demonstration, Self-paced instruction

Discussion on communications

Distribute hand-outs

Open forum on communications

Oral recitation

Interview Read

information sheet 4.3

Compare answers with the answer key

Hand-outs

Board marker

White board

C. ASSESSMENT PLAN Written Test Performance Test

D. TEACHER’S SELF-REFLECTION OF THE SESSION


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Module Content

Module Content

Module ContentModule ContentModule ContentLearning Outcome Summary

Learning ExperiencesInformation Sheet

Self Check

Self Check Answer Key

Operation/Task/Job Sheet Performance Criteria Checklist

References/Further Reading


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Developed by:NTTA Revision # 01

PARTS OF A COMPETENCY-BASED LEARNING

In our efforts to standardize CBLM, the above parts are recommended for use in Competency Based Training (CBT) in Technical Education and Skills Development Authority (TESDA) Technology Institutions. The next sections will show you the components and features of each part.

List of Competencies

Front Page

NC II COMPUTER HARDWARE SERVICING COMPETENCY-BASED LEARNING MATERIALS

List of Competencies

No. Unit of Competency Module Title Code

1.Install computer systems and networks

Installing computer systems and networks

ELC724318

2.Diagnose and troubleshoot computer systems

Diagnosing and troubleshooting computer systems

ELC724319

3.Configure computer systems and networks

Configuring computer systems and networks

ELC724320

4.Maintain computer systems and networks

Maintaining computer systems and networks

ELC724321


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MODULE CONTENT

UNIT OF COMPETENCY: DIAGNOSE AND TROUBLESHOOT COMPUTER SYSTEM

MODULE TITLE: DIAGNOSING AND TROUBLESHOOTING COMPUTER SYSTEM

MODULE DESCRIPTOR: This unit covers the knowledge, skills and attitudes needed to diagnose computer systems and networks

NOMINAL DURATION: 100 Hours

LEARNING OUTCOMES: At the end of this module you MUST be able to:

1. Plan and prepare for diagnosis of faults of computer systems2. Diagnose faults of computer systems3. Repair defects in computer systems and networks4. Test systems and networks

ASSESSMENT CRITERIA: 1. Defective components properly replaced and corrected2. Error in networks clearly identified and repaired in line with standard

procedures 3. Defective components identified and separated to other

components4. Computer systems and networks are tested in accordance with the

job requirements 5. Information are shared from one computer to another as primary

requirement in computer networking 6. Reports are prepared and completed according to the company

requirements


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LEARNING OUTCOME NO. 3Repair defects in computer systems and networksContents:

1. Proper repairing/replacing procedures of different components 2. Wiring techniques 3. Power supplies 4. Determining defective components 5. Basic networking

Assessment Criteria

1. Defective components properly replaced and corrected

2. Error in networks clearly identified and repaired in line with standard procedures

3. Defective components identified and separated to other components

Conditions

The students/trainees must be provided with the following: Tools:

Screw drivers (assorted) Pliers (assorted) Soldering iron Wrenches Utility software Crimping tools Computer system: Servers Workstations Printers Policies and procedures: Procedures and guidelines Testing devices: Multi-tester Oscilloscope


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Assessment Method:

1. Hands-on 2. Direct observation 3. Practical demonstration


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Learning ExperiencesLearning Outcome 1(LO TITLE)

Learning Activities Special Instructions


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Information Sheet 3.1Basic Networking

Learning Objectives:After reading topics in Basic Networking, YOU MUST be able to:

1. Understand basic concept of networking2. Understand the types and categories of network.

INTRODUCTION:A network is any collection of independent computers that communicate with one another over a shared network medium. A computer network is a collection of two or more connected computers. When these computers are joined in a network, people can share files and peripherals such as modems, printers, tape backup drives, or CD-ROM drives. When networks at multiple locations are connected using services available from phone companies, people can send e-mail, share links to the global Internet, or conduct video conferences in real time with other remote users. When a network becomes open sourced it can be managed properly with online collaboration software. As companies rely on applications like electronic mail and database management for core business operations, computer networking becomes increasingly more important.

A. TYPES OF WORK1. LANs (Local Area Networks)

A network is any collection of independent computers that communicate with one another over a shared network medium. LANs are networks usually confined to a geographic area, such as a single building or a college campus. LANs can be small, linking as few as three computers, but often link hundreds of computers used by thousands of people. The development of standard networking protocols and media has resulted in worldwide proliferation of LANs throughout business and educational organizations.

2. WANs (Wide Area Networks)Wide area networking combines multiple LANs that are geographically separate. This is accomplished by connecting the different LANs using services such as dedicated leased phone lines, dial-up phone lines (both synchronous and asynchronous), satellite links, and data packet carrier services. Wide area networking can be as simple as a modem and remote access server for employees to dial into, or it can be as complex as hundreds of branch offices globally linked using special routing protocols and filters to minimize the expense of sending data sent over vast distances.


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3. IntranetWith the advancements made in browser-based software for the Internet, many private organizations are implementing intranets. An intranet is a private network utilizing Internet-type tools, but available only within that organization. For large organizations, an intranet provides an easy access mode to corporate information for employees.

4. MANs (Metropolitan area Networks)The refers to a network of computers with in a City.

5. VPN (Virtual Private Network)VPN uses a technique known as tunneling to transfer data securely on the Internet to a remote access server on your workplace network. Using a VPN helps you save money by using the public Internet instead of making long–distance phone calls to connect securely with your private network. There are two ways to create a VPN connection, by dialing an Internet service provider (ISP), or connecting directly to Internet.

B. CATEGORIES OF NETWORK

1. Peer-to-peer networking There are no dedicated servers or hierarchy among the computers. All of the computers are equal and therefore known as peers. Normally each computer serves as Client/Server and there is no one assigned to be an administrator responsible for the entire network.

Peer-to-peer networks are good choices for needs of small organizations where the users are allocated in the same general area, security is not an issue and the organization and the network will have limited growth within the foreseeable future.


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2. CLIENT/ SERVERThe term Client/server refers to the concept of sharing the work involved in processing data between the client computer and the most powerful server computer.

The client/server network is the most efficient way to provide: Databases and management of applications such as Spreadsheets,

Accounting, Communications and Document management. Network management Centralized file storage.

The client/server model is basically an implementation of distributed or cooperative processing. At the heart of the model is the concept of splitting application functions between a client and a server processor. The division of labor between the different processors enables the application designer to place an application function on the processor that is most appropriate for that function. This lets the software designer optimize the use of processors providing the greatest possible return on investment for the hardware.

Client/server application design also lets the application provider mask the actual location of application function. The user often does not know where a specific operation is executing. The entire function may execute in either the PC or server, or the function may be split between them. This masking of application function locations enables system implementers to upgrade portions of a system over time with a minimum disruption of application operations, while protecting the investment in existing hardware and software.


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C. NETWORK TOPOLOGIES:What is a Network topology?A network topology is the geometric arrangement of nodes and cable links in a LAN, There are three topology's to think about when you get into networks. These are the star, rind, and the bus.

1. Star, in a star topology each node has a dedicated set of wires connecting it to a central network hub. Since all traffic passes through the hub, the hub becomes a central point for isolating network problems and gathering network statistics.

2. Ring, a ring topology features a logically closed loop. Data packets travel in a single direction around the ring from one network device to the next. Each network device acts as a repeater, meaning it regenerates the signal

3. Bus, the bus topology, each node (computer, server, peripheral etc.) attaches directly to a common cable. This topology most often serves as the backbone for a network. In some instances, such as in classrooms or labs, a bus will connect small workgroups

D. NETWORK CABLES1. Thick Coaxial Cable

This type cable is usually yellow in color and used in what is called thicknets, and has two conductors. This coax can be used in 500-meter lengths. The cable itself is made up of a solid center wire with a braided metal shield and plastic sheathing protecting the rest of the wire.

2. Thin Coaxial CableAs with the thick coaxial cable is used in thicknets the thin version is used in thinnets. This type cable is also used called or referred to as RG-58. The cable is really just a cheaper version of the thick cable.

3. Fiber Optic CableAs we all know fiber optics are pretty darn cool and not cheap. This cable is smaller and can carry a vast amount of information fast and over long distances.

4. Twisted Pair CablesThese come in two flavors of unshielded and shielded.

A. Shielded Twisted Pair (STP)It is more common in high-speed networks. The biggest difference you will see in the UTP and STP is that the STP use's metallic shield wrapping to protect the wire from interference.-Something else to note about these cables is that they are defined in


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numbers also. The bigger the number the better the protection from interference. Most networks should go with no less than a CAT 3 and CAT 5 is most recommended.-Now you know about cables we need to know about connectors. This is pretty important and you will most likely need the RJ-45 connector. This is the cousin of the phone jack connector and looks real similar with the exception that the RJ-45 is bigger. Most commonly your connector are in two flavors and this is BNC (Bayonet Naur Connector) used in thicknets and the RJ-45 used in smaller networks using UTP/STP.

B. Unshielded Twisted Pair (UTP)This is the most popular form of cables in the network and the cheapest form that you can go with. The UTP has four pairs of wires and all inside plastic sheathing. The biggest reason that we call it Twisted Pair is to protect the wires from interference from themselves. Each wire is only protected with a thin plastic sheath.


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Self- Check 3.1

MULTIPLE CHOICE : Encircle the correct answer. 1. Any collection of independent computers that communicate with one

another over a shared network medium.A. Data Communication C. Network B. Network Management D. Network Configuration

2. It is a topology that combines multiple LANs that are geographically separate.A. Wide area network C. Local area networkB. Metropolitan area network D. Internet

3. It is a topology which each node has a dedicated set of wires connecting it to a central network hub.

A.Star topology C. Ring topologyB. Bus topology D. Topology

4. It is a topology that features a logically closed loop. Data packets travel in a single direction around the ring from one network device to the next.A. Star topology C. Ring topology

B. Bus topology D. Topology5. It is a type of cable is usually yellow in color and used in what is called

thicknets, and has two conductors.A. Shielded twisted pair C. CoaxialB. Unshielded twisted pair D. Fiber optics


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ANSWER KEY 3.1

1. C2. A3. A4. C5. C


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Information Sheet 4.3COMMUNICATION

Learning Objectives:After reading topics in Data communication, YOU MUST be able to:

1. Understand basic concept of Data Communication2. Differentiate Analog and Digital Signal

INTRODUCTION:

Data communications and networking are changing the way we do business and the way we live. Business decisions have to be made ever more quickly, and the decision makers require immediate access to accurate information. Why wait a week for that report from Germany to arrive by mail when it could appear almost instantaneously through computer networks? Businesses today rely on computer networks and internetworks. But before we ask how quickly we can get hooked up, we need to know how networks operate, what types of technologies are available, and which design best fills which set of needs. The development of the personal computer brought about tremendous changes for business, industry, science, and education. A similar revolution is occurring in data communications and networking. Technological advances are making it possible for communications links to carry more and faster signals. As a result, services are evolving to allow use of this expanded capacity. For example, established telephone services such as conference calling, call waiting, voice mail, and caller ID have been extended.

COMMUNICATION MODEL (SYSTEM)The purpose of a communications system is to exchange data between two entities.

1. Source: entity that generates data; eg. a person who speaks into the phone, or a computer sending data to the modem.

2. Transmitter: a device to transform/encode the signal generated by the source.- The transformed signal is actually sent over the transmission system. eg. a modem transforms digital data to analog signal that can be handled by the telephone network.

3. Transmission System (Channel): medium that allows the transfer of a signal from one point to another. eg. a telephone network for a computer/modem.

4. Receiver: a device to decode the received signal for handling by destination device. eg. A modem converts the received analog data back to digital for the use by the computer.


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5. Destination: entity that finally uses the data.eg. Computer on other end of a receiving modem.

ANALOG AND DIGITAL SIGNAL:

Analog and digital signals are used to transmit information, usually through electric signals. In both these technologies, the information, such as any audio or video, is transformed into electric signals. The difference between analog and digital technologies is that in analog technology, information is translated into electric pulses of varying amplitude. In digital technology, translation of information is into binary format (zero or one) where each bit is representative of two distinct amplitudes.

Signal

Analog DigitalAnalog signal is a continuous signal which represents physical measurements.

Digital signals are discrete time signals generated by digital modulation.

Waves Denoted by sine waves Denoted by square waves

Representation Uses continuous range of values to represent information

Uses discrete or discontinuous values to represent information

Example Human voice in air, analog electronic devices.

Computers, CDs, DVDs, and other digital electronic devices.

Technology Analog technology records waveforms as they are.

Samples analog waveforms into a limited set of numbers and records them.

Data transmissions Subjected to deterioration by noise during transmission and write/read cycle.

Can be noise-immune without deterioration during transmission and write/read cycle.

Response to Noise More likely to get affected reducing accuracy

Less affected since noise response are analog in nature

Flexibility Analog hardware is not flexible. Digital hardware is flexible in implementation.

Uses Can be used in analog devices only. Best suited for audio and video transmission.

Best suited for Computing and digital electronics.

Applications Thermometer PCs, PDAs

Bandwidth Analog signal processing can be done in real time and consumes less bandwidth.

There is no guarantee that digital signal processing can be done in real time and consumes more bandwidth to carry out the same information.

Memory Stored in the form of wave signal Stored in the form of binary bitSelf- Check 4.3

MULTIPLE CHOICE : Encircle the correct answer. 1. It refers to the entity that generates data.

A. Receiver C. Transmission system


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B. Transmitter D. Source2. It is a device to transform/encode the signal generated by the

source.A. Receiver C. Transmission system

B. Transmitter D. Source3. It is a medium that allows the transfer of a signal from one point to

another. A. Receiver C. Transmission system

B. Transmitter D. Source4. It is a device to decode the received signal for handling by destination device

A. Receiver C. Transmission system B. Transmitter D. Source5. It is an entity that finally uses the data.

A. Receiver C. Destination B. Transmitter D. Source

ANSWER KEY 4.3

1. D


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2. B3. A4. B5. C


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Information Sheet 4.3ELECTRONICS

Learning Objectives:After reading topics in Digital Electronics, YOU MUST be able to:

1. Understand basic concept of Digital Electronics.2. Understand the numbers system and logic gates.

INTRODUCTION: Digital (electronic) circuits, represent signals by discrete bands of analog levels, rather than by a continuous range. All levels within a band represent the same signal state. Relatively small changes to the analog signal levels due to manufacturing tolerance, signal attenuation or parasitic noise do not leave the discrete envelope, and as a result are ignored by signal state sensing circuitry.In most cases the number of these states is two, and they are represented by two voltage bands: one near a reference value (typically termed as "ground" or zero volts) and a value near the supply voltage, corresponding to the "false" ("0") and "true" ("1") values of the Boolean domain respectively.Digital techniques are useful because it is easier to get an electronic device to switch into one of a number of known states than to accurately reproduce a continuous range of values.Digital electronic circuits are usually made from large assemblies of logic gates, simple electronic representations of Boolean logic functions

Computer - Number System

A. Decimal Number System

The number system that we use in our day-to-day life is the decimal number system. Decimal number system has base 10 as it uses 10 digits from 0 to 9. In decimal number system, the successive positions to the left of the decimal point represent units, tens, hundreds, thousands and so on.

Each position represents a specific power of the base (10). For example, the decimal number 1234 consists of the digit 4 in the units position, 3 in the tens position, 2 in the hundreds position, and 1 in the thousands position, and its value can be written as


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http://en.wikipedia.org/wiki/Boolean_logic#Digital_electronic_circuit_design

http://en.wikipedia.org/wiki/Logic_gate

http://en.wikipedia.org/wiki/Logic_gate

http://en.wikipedia.org/wiki/Boolean_domain

http://en.wikipedia.org/wiki/Boolean_domain

http://en.wikipedia.org/wiki/Noise_(electronics)

http://en.wikipedia.org/wiki/Path_loss

http://en.wikipedia.org/wiki/Path_loss

http://en.wikipedia.org/wiki/Engineering_tolerance

http://en.wikipedia.org/wiki/Electrical_potential

http://en.wikipedia.org/wiki/Analog_electronics

http://en.wikipedia.org/wiki/Signal_(electronics)

(1x1000)+ (2x100)+ (3x10)+ (4xl)

(1x103)+ (2x102)+ (3x101)+ (4xl00)

1000 + 200 + 30 + 4

1234

S.N. Number System & Description1 Binary Number System

Base 2. Digits used: 0, 12 Octal Number System

Base 8. Digits used: 0 to 74 Hexa Decimal Number System

Base 16. Digits used: 0 to 9, Letters used: A- F

B. Binary Number System

Characteristics

Uses two digits, 0 and 1. Also called base 2 number system. Each position in a binary number represents a 0 power of the base

(2). Example, 20. Last position in a binary number represents a x power of the base

(2). Example, 2x where x represents the last position - 1.

Example

Binary Number: 101012

Calculating Decimal Equivalent:

Step Binary Number Decimal NumberStep 1 101012 ((1 x 24) + (0 x 23) + (1 x 22) + (0 x 21) + (1 x 20))10Step 2 101012 (16 + 0 + 4 + 0 + 1)10Step 3 101012 2110

Note: 101012 is normally written as 10101.

C. Octal Number System

Characteristics

Uses eight digits: 0, 1, 2, 3, 4, 5, 6, 7. Also called base 8 number system. Each position in a octal number represents a 0 power of the base

(8). Example, 80.


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Last position in an octal number represents a x power of the base (8). Example, 8x where x represents the last position - 1.

Example

Octal Number: 125708


Step Octal Number Decimal NumberStep 1 125708 ((1 x 84) + (2 x 83) + (5 x 82) + (7 x 81) + (0 x 80))10Step 2 125708 (4096 + 1024 + 320 + 56 + 0)10Step 3 125708 549610

Note: 125708 is normally written as 12570.

D. Hexadecimal Number System

Characteristics

Uses 10 digits and 6 letters: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F.

Letters represent numbers starting from 10. A = 10. B = 11, C = 12, D = 13, E = 14, F = 15.

Also called base 16 number system. Each position in a hexadecimal number represents a 0 power of the

base (16). Example, 160. Last position in a hexadecimal number represents a x power of the

base (16). Example, 16x where x represents the last position - 1.

Example

Hexadecimal Number: 19FDE16


Step Binary Number Decimal NumberStep 1 19FDE16 ((1 x 164) + (9 x 163) + (F x 162) + (D x 161) + (E x 160))10Step 2 19FDE16 ((1 x 164) + (9 x 163) + (15 x 162) + (13 x 161) + (14 x

160))10Step 3 19FDE16 (65536+ 36864 + 3840 + 208 + 14)10Step 4 19FDE16 10646210

Note: 19FDE16 is normally written as 19FDE.

LOGIC GATES


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A logic gate is an elementary building block of a digital circuit. Most logic gates have two inputs and one output. At any given moment, every terminal is in one of the two binary conditions low (0) or high (1), represented by different voltage levels. The logic state of a terminal can, and generally does, change often, as the circuit processes data. In most logic gates, the low state is approximately zero volts (0 V), while the high state is approximately five volts positive

7 Basic Logic Gates

1. AND gate is so named because, if 0 is called "false" and 1 is called "true," the gate acts in the same way as the logical "and" operator. The following illustration and table show the circuit symbol and logic combinations for an AND gate. (In the symbol, the input terminals are at left and the output terminal is at right.) The output is "true" when both inputs are "true." Otherwise, the output is "false."

2. OR gate gets its name from the fact that it behaves after the fashion

of the logical inclusive "or." The output is "true" if either or both of the inputs are "true." If both inputs are "false," then the output is "false."

3. Logical inverter, sometimes called a NOT gate to differentiate it from other types of electronic inverter devices, has only one input. It reverses the logic state.

4. NAND gate operates as an AND gate followed by a NOT gate. It acts in the manner of the logical operation "and" followed by negation. The output is "false" if both inputs are "true." Otherwise, the output is "true."

5. NOR gate is a combination OR gate followed by an inverter. Its output is "true" if both inputs are "false." Otherwise, the output is "false."


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http://searchcio-midmarket.techtarget.com/definition/binary

6. XNOR (exclusive-NOR) gate is a combination XOR gate followed by an inverter. Its output is "true" if the inputs are the same, and "false" if the inputs are different.

7. XOR ( exclusive-OR ) gate acts in the same way as the logical "either/or." The output is "true" if either, but not both, of the inputs are "true." The output is "false" if both inputs are "false" or if both inputs are "true." Another way of looking at this circuit is to observe that the output is 1 if the inputs are different, but 0 if the inputs are the same.


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TASK SHEET 3.1.1Title: Determining defective components (Main memory)

Performance Objective: Given (condition), ,you should be able to (performance) following (standard).

Supplies/Materials : Cotton, eraser,

Equipment : Main memory

Steps/Procedure: 1 Long Beep tone - Memory Problem, No Display

1. Ensure environment is static safe by removing any unwanted plastic, bags from your workbench. Keep the computer system plugged into your AC unit but ensure that the power switch on the PC is turned off. Keeping the PC plugged in the AC will ensure that case is grounded thus reducing the possibility of damaging the module or system from ESD (Electro Static Discharge)

2. After removing the casing cover, ground yourself by touching any of the metal surfaces on your computer casing. Doing this step discharges any static built up on your body and clothing

3. Visually locate the computer memory expansion slots. This is normal visible but if in doubt, refer to your operation manual instruction book.

4. The first thing to do is to remove the memory module and perform some visual inspection to check the memory socket which sits the memory module. Make sure all the pins are straight, no cracks or broken pins must be found.(A) Wet the end of a cotton swab with the solvent, the swab should be wet but not dripping (B) Using a circular motion, clean the contacts on the memory module. (C) Allow the contact surface to dry thoroughly. (D) Replace the memory module into the socket. (E) Repeat steps B through D for each module you have. (F) Power on the computer to test the RAM. G If you see no memory errors, replace the PC's case and power-up away.

Additional Tips:

While contact cleaner is preferred, it is also a well-known trick that you can also clean contacts with a pencil eraser. 6. Continuing RAM errors are usually a sign of a bad memory module. If cleaning the contacts doesn't solve your problem, try to isolate the faulty module and replace it.Assessment Method: Performance Assessment


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Performance Criteria Checklist 3.1.1

CRITERIADid you…. YES NO1. Ensure environment is static safe by removing any

unwanted plastic, bags from your workbench. Keep the computer system plugged into your AC unit but ensure that the power switch on the PC is turned off. Keeping the PC plugged in the AC will ensure that case is grounded thus reducing the possibility of damaging the module or system from ESD (Electro Static Discharge)

2. Ground yourself by touching any of the metal surfaces on your computer casing.

3. Visually locate the computer memory expansion slots. By referring it to the operation manual instruction book.

4. Clean the main memory by applying the proper procedure.

5. Properly insert the memory to the memory slot.


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JOB SHEET 3.1.1Title: Proper repairing/replacing procedures of different components (Motherboard)

Performance Objective: After performing this job sheet, YOU MUST be able to:

1. Install and replace the Mother Board properly2. Apply or observe the DO’s and DON’T’s in

repairing/replacing procedures the Mother board.

Supplies/Materials :

Equipment : Mother board, Screw driver

Steps/Procedure:

Step 1 Prepare the needed materials

The only tool we need is a Phillips screwdriver. Be sure it is not a magnetic screwdriver.

Standoff and Regular Screws

Nowadays the hardware is not so fragile, but it does not mean it is entirely safe even today to do a motherboard installation with bad tools. After all, you just bought a new motherboard and you want to install it, not take the risk to destroy it.

We also need some standoff and regular screws to fix the whole thing together.

Step 2: Opening the Computer Case

Open the computer case by removing the left panel and


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find a suitable and clean area where you can work.

Step 3 Clean the system unit using vacuum cleaner

Step 4 Place and fit the motherboard with the case

Look carefully on your motherboard and the case's right panel; you should see several holes that can be used to install the motherboard, around 9 to 12 usually.

Spot the right holes where the motherboard will fit on the right panel, then fix the standoff screws in those holes. We will use them to fix the motherboard as shown on the image below.

Where To Fix The Motherboard

Step 5 Check if motherboard perfectly fit with the casing

Computer Case Back Panel


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We will now fix the motherboard on the standoff screws. You will find out that the motherboard will not fit perfectly blocked by the case back panel. Do not worry, it is perfectly normal.

Take your time and gently push to continue the motherboard installation until it fit perfectly in the panel holes.

Now your motherboard should be in perfect position. Fix it with the regular screws

Assessment Method: Performance Assessment using the checklist


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CRITERIADid you….

YES NO

1. Prepared the needed materials

2. Properly open the Computer Case3. Cleaned the system unit using vacuum cleaner4. Placed and fitted the motherboard with the case

5. Checked if motherboard perfectly fit with the casing


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JOB SHEET 3.1.2Title: Proper repairing/replacing procedures of different components (Main Memory)


1. Install and replace the Main Memory properly2. Apply or observe the DO’s and DON’T’s in

repairing/replacing procedures the Main Memory.


Equipment : Main memorySteps/Procedure: REPLACING/ INSTALLING MAIN MEMORY

Procedure Steps:

STEP 1: Identify the Socket/ Memory Slot:

Determine which memory module sockets you are going to use for these modules. As usual, the best way to do this is to consult your motherboard documentation; most motherboards will also physically label the modules with numbered identifiers. For a new system, you will normally want to use the first bank of memory on the motherboard, which normally means the lowest-numbered socket(s). If you are installing more than one module, be sure to install them in the correct order. This should be obvious by looking at the orientation of the sockets on the

motherboard. If you install them in the wrong order then you'll block off the second socket with the first SIMM in most

cases, and you'll have to remove and then reinstall them in the correct order.

Warning: SIMM and DIMM sockets are sometimes numbered starting with zero. This means that on a motherboard that takes SIMMs, the first bank of memory may be "SIMM0" and "SIMM1". If you use "SIMM1" and "SIMM2", you will be accidentally installing half a bank of memory into each of the first two banks on the motherboard, and the system will not function.

STEP 2 Orient the module

Line up the module next to the socket. Modules are keyed to


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prevent incorrect insertion. The keying on the module itself is obvious, but you may have to look very carefully at the socket to see which way the notch goes, and the module itself may appear to be able to sit into the slot either way. Don't worry too much about this; if you put the module in the wrong way you'll realize it as soon as you try to tilt the module into place (it won't work).

STEP 3 Insert the Module

Insert the module into the socket. The instructions depend on the type of module:

o SIMM: Hold the module at about a 60 degree angle to the motherboard and then insert it into the socket. You will probably have to rock the module back and forth slightly to get it to go in. Make sure that the module is seated all the way into the bottom of the module; if it won't go all the way in, you may have it oriented backwards.

o DIMM: Firmly but gently push the module straight down into the socket. It will not go all the way to the very bottom at this stage, but make sure it is pushed in as far as it will go without requiring excessive force.

STEP 4 Lock module into place

The module will still be loose in the socket at this point; it is not fully installed until you lock it into position:

o SIMM: Tilt the module up from the approximately 60 degree angle you used when inserting it, to a 90 degree angle (perpendicular to the motherboard). This may require a bit of pressure, but if the module will not tilt up at all, it is almost certainly inserted either backwards or not all the way into the bottom of the socket. Do not force the module. Pull it out and reinsert it if necessary; don't feel bad, this happens to me all the time. After you tilt the module into place, you should see (and may even hear) small metal or plastic clips snap into place around the module's circuit board, on either side. Sometimes the clips don't snap properly and you may need to jimmy them a bit to get them to tuck behind the SIMM; a small screwdriver may help here, but be careful with it.

o DIMM: There should be a plastic lever on either end of the socket. Grasp the lever and tilt it up. As you do this, the DIMM should be drawn down into the socket. Tilt up both


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levers and the module should be installed.

STEP 5 Double-Check Installation

It's sometimes hard to be sure those modules are inserted correctly. The module should be securely and firmly in its socket. It may wiggle a bit if you try to move it but it should not be loose. For SIMMs, there should be clips on either side of the module holding it into the socket. The contacts should be squarely inside the socket. If you have installed two identical modules, check their height from the surface of the motherboard; it should be the same for both modules.

STEP 6 Repeat if necessary

Repeat steps 2 to 5 as necessary for each module being installed.



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CRITERIADid you….

YES NO

1. Identify the Socket/ Memory Slot by consulting the motherboard documentation.

2. Line up the module to prevent incorrect insertion.3. Insert the Module into the socket (Depends on the

type of module)4. Locked module properly into place.

5. Double-Check Installation by wiggling the module securely and firmly in its socket.


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JOB SHEET 3.1.3Title: Proper repairing/replacing procedures of different components (Hard disk)


1. Install and replace the Hard disk properly2. Apply or observe the DO’s and DON’T’s in

installing/replacing procedures the Hard disk.


Equipment : Hard diskProcedure Steps: REPLACING/ INSTALLING HARD DISK

STEP 1 Find Pin 1 on Drive

Take a close look at the drive and determine which end of the interface connector is pin 1. There should be some sort of a marking near pin 1 to indicate it, which may be a small number "1", a dot, an arrow, a square around the pin where it connects to the circuit board, or some other indication. You'll need to know where pin 1 is when you connect the drive up, which may be much later on. It's much harder to determine which end is pin 1 after the drive is installed.

Tip: Hard disks usually have pin 1 of the connector next to the drive's power connector.

STEP 2 Install Mounting Kit, If Necessary

Virtually all modern cases have internal 3.5" drive bays meant specifically for hard drives. However, if you are installing into an older case or one that has its internal 3.5" bays full, you will need to use a mounting or adapter kit. To use this kit, place the drive into the middle of the adapter, and then use four screws to mount the drive to the inside of the adapter. Some adapters mount using screw holes on the bottom of the drive and some using screw holes on the side. Make sure you orient the drive correctly. Then test the mounted drive by sliding it into the drive bay. Ensure that it fits properly.

STEP 3 Mount drive into the case

There are three common ways of mounting a hard disk drive Trainers

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into the system case that I have encountered. Determine which of the following matches your case and follow the appropriate instructions:

o Direct Mount: The simplest and most common mounting method is the direct mount, where the drive slides into the bay and mounts directly to the drive bay walls. Slide the drive into the bay and align the holes on the side of the drive with the holes in the drive bay. There may be more than one place in the bay where the drive will fit into the case. When the drive is lined up correctly, secure the drive to the bay using four screws.

o Drive Rails: Some cases, especially older ones, use two thin rails that are mounted to the drive, and then used to slide the drive into the drive bay. If your cases uses these, select two matching rails, one for either side of the drive. Place the drive into the bay without the rails first, to allow you to visualize where the rails need to mount onto the drive so that once inserted, the drive will fit properly into the bay. Attach the rails to either side of the drive, using two screws per rail. Then slide the drive into the bay. Verify that the front of the drive lines up correctly. Some drive rail cases have spring-loaded clips on the front that snap into place when the drive is inserted all the way (mostly newer cases). Others require you to screw the drive into the bay anyway, using holes in the front of the drive bay. Either way, make sure the drive is not free to move around when you are done.

o Mounting Box: Some cases, especially desktops, use a removable metal box into which the drive is mounted. The procedure here is similar to that for direct mount, above, except that you have to remove the box first and insert the drive into it, then remount the box.

STEP 4 Double-Check Installation

Make sure the drive has been fitted properly into the case and that there is no interference with other components. In particular, make sure that the logic board on the bottom of the drive is not touching anything. Ensure that it is not loose in the case.

Assessment Method:


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Performance Assessment using the checklist


CRITERIADid you….

YES NO

1. Find Pin 1 on Drive by looking at the drive and determine which end of the interface connector is pin 1

2. Properly install Mounting Kit (If Necessary)3. Properly mount drive into the case.4. Double-Check Installation by checking if hard drive

is fitted properly into the case and that there is no interference with other components.


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JOB SHEET 3.1.4Title: Proper repairing/replacing procedures of different components (Processor)


1. Install and replace the Hard disk properly2. Apply or observe the DO’s and DON’T’s in

installing/replacing procedures the Hard disk.


Equipment : ProcessorProcedure Steps: REPLACING/ INSTALLING THE PROCESSOR

STEP 1: AREA PREPARATION

Find a suitable area for working, get ready your motherboard and the CPU, and clean your hands and make them perfectly dry.

STEP 2: REMOVING THE CAP

If you are installing from a new motherboard, there is a good chance a protection cap has been installed on the socket. Remove it and open the load plate by lifting the load lever.

STEP 3: FIELD RECOGNITION

You should see alignment keys and pin 1 triangle indicators on your CPU. The Indicators correspond to the socket and will ensure you position the CPU correctly in the motherboard socket. Take your time to determine the right position before you proceed to step 4.

STEP 4: INSTALLING CPU

Now that we know the right position for the CPU we can install it with confidence.

PGA CPU form:

Take the CPU by its sides, and sit the unit in the socket holes. Do not force it, if the CPU does not fit, it means the CPU is not in the right


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position with the socket. Otherwise, close the load plate and secure the load lever with its hook.

LGA CPU form:

Caution: LGA socket pins are extremely fragile. It takes almost nothing to break them. Do not move the CPU forward and backward or sideways when installing, it could break or render the socket grid pins unusable.

Take the CPU by its sides, and sit the unit in the socket housing frame. Close the load plate and secure the load lever with its hook.



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CRITERIADid you….

YES NO

1. Area preparation is properly observed.

2. Carefully and properly remove cap.3. Determine the right position of the processor

before installing.4. Properly install CPU by following the right

position.


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JOB SHEET 3.2Title: Wiring Technique


1. Apply color codes standard in Ethernet cable2. Properly crimp cross-over and straight through

connection using shielded twisted pair cable and RJ 45 connector.


Equipment : RJ 45 connector, UTP cable, Crimping toolProcedure Steps: Wiring Ethernet patch cable

STEP 1: Strip off about 2 inches of the Ethernet cable sheath

STEP 2: Untwist the pairs - don't untwist them beyond what you have exposed, the more untwisted cable you have the worse the problems you can run into.

STEP 3: Align the colored wires according to the wiring diagrams below.


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STEP 4: Trim all the wires with the same length, about 1/2" to 3/4" left exposed from the sheath.

STEP 5: Insert the wires into the RJ45 plug - make sure each wire is fully inserted to the front of the RJ45 plug and in the correct order. The sheath of the ethernet cable should extend into the plug by about 1/2" and will be held in place by the crimp.

STEP 6: Crimp the RJ45 plug with the crimper tool.

STEP 7: Verify the wires ended up the right order and that the wires extend to the front of the RJ45 plug and make good contact with the metal contacts in the RJ45 plug

STEP 8: Cut the ethernet cable to length - make sure it is more than long enough for your needs.

STEP 9: Repeat the above steps for the second RJ45 plug. Assessment Method: Performance Assessment using the checklist


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Performance Criteria Checklist 3.2

CRITERIADid you….

YES NO

1. Properly strip off about 2 inches of the Ethernet cable sheath

2. Untwist the pairs - the more untwisted cable you have the worse the problems you can run into.

3. Align the colored wires according to the set standard.

4. Trim all the wires to the same length, about 1/2" to 3/4" left exposed from the sheath.

5. Insert the wires into the RJ45 plug - make sure each wire is fully inserted to the front of the RJ45 plug and in the correct order. The sheath of the ethernet cable should extend into the plug by about 1/2" and will be held in place by the crimp.

6. Crimp the RJ45 plug with the crimper tool

7. Verify the wires ended up the right order and that the wires extend to the front of the RJ45 plug and make good contact with the metal contacts in the RJ45 plug

8. Cut the ethernet cable to length - make sure it is more than long enough for your needs.


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JOB SHEET 4.1.1Title: Advance networking


1. Configure static IP address and Subnet mask 2. Creating and joining a work group


Equipment : Procedure Steps: Configuring IP address and subnet mask/ Creating and joining a work group

• Reminders before configuring the network: 1. Make sure that you logged in as Administrator to use these

features.2. Check if Local Area Connections are created. If not install

the Network driver.STEP 1: Go to My Network PlacesMy network Places could be found in the Left pane of My Computer and My Documents


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STEP 2: Open “My network places”, you should see the screenshot below. Click to properties.

STEP 3: After clicking properties. Click Internet Protocol (TCP/IP) and then the Properties button. You will now see the following screen. Click to “Use the following IP” and fill up the required filled.


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STEP 4: Click OK. Network status should be “Connected”Assessment Method: Performance Assessment using the checklist


CRITERIADid you….

YES NO

1. Checked if user is log on as administrator and network driver are installed.

2. Did the trainees follow the correct steps in opening TCP/IP network properties?

3. Did the trainees filled up the required fields (IP address and Subnet mask)

4. Is the status of the network “Connected”?


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JOB SHEET 4.1.2Title: Advance networking


1. Create and join work group2. Share files and printer to the network


Equipment : Procedure Steps: Creating and joining work group/ Sharing files and printers

• Reminders before creating work groups and sharing

resources over the network: Make sure that IP


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addresses and subnet mask are configured and network status is connected.

STEP 1: Go to systems propertiesSystems properties can be found by right clicking “my computer” then select properties. Screenshot below should appear.

STEP 2: Click change and fill all required fields (Computer name and work group name)

STEP 3: Click Ok. The computer will restart.


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http://www.reviversoft.com/blog/wp-content/uploads/2012/10/1Windows-Fast-Tip-Joining-a-Workgroup-in-Windows-XP.gif

STEP 4: To view work group go to “My network Places” and click “View work group”

STEP 5: Share folder: Right click to the folder that you want to share, go to properties. You should see the screenshot below.

STEP 5: Click to share then OK. You can now view the folder or files to other computer in a work group.


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STEP 6: Share Printer: Go to control panel, click to “View devices and printers”. You should see the shot screen below.

STEP 7: Click share this printer then OK. Other computer in the work group can now print or view the shared printer.Assessment Method: Performance Assessment using the checklist


CRITERIADid you….

YES NO

1. Change computer name and filled the work group name properly.

2. Successfully created and joined the work group following the given instruction.

3. Shared files or folders to the work group and other computer in the work group can now view the shared folder.

4. Shared the printer to the work group and other computer in the network can now install the shared printer and print remotely.


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Evidence Plan

Competency standard: Unit of competency:Ways in which evidence will be collected: [tick the column]

Obs

erva

tion

&

Dem

onst

ratio

n &

Third

par

ty R

epor

t

Port

folio

Writ

ten

The evidence must show that the trainee…


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NOTE: *Critical aspects of competency


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TABLE OF SPECIFICATION

Objectives/Content area/Topics Knowledge Comprehension Application

# of items/

% of test

TOTAL


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Performance Test

Specific Instruction for the Candidate

Qualification

Unit of Competency

General Instruction:

Specific Instruction:


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QUESTIONING TOOLQuestions to probe the candidate’s underpinning knowledge

Satisfactory response

Extension/Reflection Questions Yes No1. 2. 3. 4. Safety Questions5. 6. 7. 8. Contingency Questions9. 10. 11. 12. Job Role/Environment Questions 13. 14. 15. 16. Rules and Regulations 17. 18. 19. 20.

The candidate’s underpinning knowledge was:

Satisfactory

Not Satisfactory


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Templates for Inventory of Training ResourcesResources for presenting instruction

Print Resources As per TR As per Inventory

Remarks

Non Print Resources As per TR As per Inventory

Remarks

Resources for Skills practice of Competency #1 ______________________________

Supplies and Materials As per TR As per Inventory

Remarks

Tools As per TR As per Inventory

Remarks

Equipment As per TR As per Inventory

Remarks

Note: In the remarks section, remarks may include for repair, for replenishment, for reproduction, for maintenance etc.


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Supervise Work-Based

LearningTrainers

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FORM 1.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or information which is essential in planning training sessions. Please check the appropriate box of your answer to the questions below.

CORE COMPETENCIESCAN I…? YES NO1.

2.

3.

4.


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CORE COMPETENCIESCAN I…? YES NO

5.


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Note: In making the Self-Check for your Qualification, all required competencies should be specified. It is therefore required of a Trainer to be well- versed of the CBC or TR of the program qualification he is teaching.

Evidences/Proof of Current Competencies(Sample)

Form 1.2: Evidence of Current Competencies acquired related to Job/Occupation

Current competencies Proof/Evidence Means of validating


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Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1) and the evidences of current competencies (Form 1.2), the Trainer will be able to identify what the training needs of the prospective trainee are.

Form 1.3 Summary of Current Competencies Versus Required Competencies (Sample)


CBC



ts

1.


CBC



ts

2.

3.

4.


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Using Form No.1.4, convert the Training Gaps into a Training Needs/ Requirements. Refer to the CBC in identifying the Module Title or Unit of Competency of the training needs identified.

Form No. 1.4: Training Needs (Sample)

GapsModule

Title/Module of Instruction

Duration (hours)


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TRAINING PLAN

Qualification: ____________________________Trainees’ Training

RequirementsTraining

Activity/TaskMode of Training Staff

Facilities/Tools and

EquipmentVenu

eAssessment Method

Date and Time

_______________________ ____________________ ______________________Institution’s Industry Industry Supervisor TraineeCoordinator


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Technical Education and Skills Development Authority___(your institution)___

TRAINEE’S RECORD BOOK

Trainee’s No._______________

NAME: ___________________________________________________

QUALIFICATION: PLUMBING NC II _______

TRAINING DURATION :____________________________

TRAINER: __________________________________________________


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I.D.

Instructions:This Trainees’ Record Book (TRB) is intended to serve

as record of all accomplishment/task/activities while undergoing training in the industry. It will eventually become evidence that can be submitted for portfolio assessment and for whatever purpose it will serve you. It is therefore important that all its contents are viably entered by both the trainees and instructor.

The Trainees’ Record Book contains all the required competencies in your chosen qualification. All you have to do is to fill in the column “Task Required” and “Date Accomplished” with all the activities in accordance with the training program and to be taken up in the school and with the guidance of the instructor. The instructor will likewise indicate his/her remarks on the “Instructors Remarks” column regarding the outcome of the task accomplished by the trainees. Be sure that the trainee will personally accomplish the task and confirmed by the instructor.

It is of great importance that the content should be written legibly on ink. Avoid any corrections or erasures and maintain the cleanliness of this record.

This will be collected by your trainer and submit the same to the Vocational Instruction Supervisor (VIS) and shall form part of the permanent trainee’s document on file.

THANK YOU.


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NOTES:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Unit of Competency: 1 PREPARE PIPES FOR INSTALLATION

NC Level ILearning

OutcomeTask/Activity

RequiredDate

Accomplished

Instructors Remarks

Lay out measurements Cut pipe within the required length and according to job requirements Thread pipes in accordance with standard thread engagement

__________________ ___________________Trainee’s Signature Trainer’s Signature

Unit of Competency: 2 PERFORM MINOR CONSTRUCTION WORKS

NC Level ILearning


RequiredDate

Accomplished

Instructors Remarks

Perform piping lay outsCut pipes through walls and floors

____________________ ______________________ Trainee’s Signature Trainer’s Signature


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Unit of Competency: 3 MAKE PIPING JOINTS AND CONECTIONS

NC Level ILearning


RequiredDate

Accomplished

Instructors Remarks

Fit-up joints and fittings for PVC pipePerform threaded pipe joints and connectionsCaulk joints\

_____________________ ______________________ Trainee’s Signature Trainer’s Signature

Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING INSTALLATION AND ASSEMBLES

NC Level ILearning


RequiredDate

Accomplished

Instructors Remarks

Prepare for plumbing works Install pipe and fittings Install hot and cold water supply Install/assemble plumbing fixtures

_____________________ ____________________ Trainee’s Signature Trainer’s Signature


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Unit of Competency: 5 PERFORM PLUMBING REPAIR AND MAINTENANCE WORKS

NC Level ILearning


RequiredDate

Accomplished

Instructors Remarks

Clear clogged pipesclear clogged fixtures

______________________ ____________________Trainee’s Signature Trainer’s Signature


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TRAINEE’S PROGRESS SHEET

Name : JUAN DELA CRUZ Trainer :

Qualification : Machining NC I Nominal Duration :

Units of Competency Training Activity

Training Duration

Date Started

Date Finished Rating Trainee’s

InitialSupervisor’s

Initial

Total

Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating or simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical rating for the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings


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PREPARATION Average1. Workshop layout

conforms with the components of a CBT workshop

2. Number of CBLM is sufficient

3. Objectives of every training session is well explained

4. Expected activities/outputs are clarified

General Average


Level I

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Average Ratings

Facilitate Learning Session


Level I

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Training Activity TraineeFacilities/Tools and Equipment

VenueDate & Time Remarks

(Workstation/ Area)

Prayer

8:00 AM

to 8:30 AM

Recap of Activities Unfreezing Activities All

trainees Feedback of Training Rejoinder/Motivation

(Specific Activities of each Trainee for the

day here)

(List down all Facilities/Tools and Equipment needed for the

workstation and activities here)

Name of Workstation1

observations

on the progress of

each trainee for the day

will be written here

(Specific Activities of each Trainee here) (List down all

Facilities/Tools and Equipment needed for the


Name of Workstation 2

observations

on the progress of

each trainee for the day



day here)




observations on the

progress of each trainee for the day



day here)




observations on the

progress of each trainee for the day



Level I

Templates



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Training Activity Matrix


Level I

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Minutes of the Meeting Focus Group Discussion

Date: ________________________Agenda: Competency-based Training DeliveryPresent:

1. ____________2. ____________3. ____________4. ____________

CBT Concerns Discussions Resolutions/Agreement

1. CBT Layout2. Monitoring of

Attendance3. Utilization of work

area4. Orientationa. CBTb. Rolesc. TRd. CBLMe. Facilitiesf. Evaluation system5. RPL

6. Teaching methods and technique

7. Monitoring of learning activitiesa. Achievement

chartb. Progress chart

8. Feedback9. Slow learners10. Other

concerns


Level I

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Minutes of the Meeting Template

Training Evaluation Report

1. Title of the Report

2. Executive summary

3. Rationale

4. Objectives

5. Methodology

6. Results and discussionThis is the body of the report. It should contain the following parts:

Data interpretation Data analysis

Conclusion

7. Recommendation


Level I

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Maintain Training Facilities


Level I

Templates



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Level I

Templates



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Template #1

HOUSEKEEPING SCHEDULEQualificationArea/SectionIn-Charge

ACTIVITIES

Responsible

Person

Schedule for the Month of _________________

DailyEvery other Day Weekly

Every 15th Day Monthly Remarks


Level I

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Template #2

EQUIPMENT MAINTENANCE SCHEDULE

EQUIPMENT TYPE

EQUIPMENT CODE

LOCATION

ACTIVITIES

MANPOWER

Schedule for the Month of_____________

Daily Every Other Day

Weekly Every 15th Day

Monthly Remarks

Special Instructions:

Trainer:


Level I

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Template #3

HOUSEKEEPING INSPECTION CHECKLISTQualificationArea/SectionIn-ChargeYES NO INSPECTION ITEMS

Remarks:

Inspected by: Date:


Level I

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Template #4

EQUIPMENT MAINTENANCE INSPECTION CHECKLIST

Equipment Type : ________________________________Property Code/Number : ________________________________Location : ________________________________Trainer-In-Charge : ________________________________

YES

NO INSPECTION ITEMS

Remarks:

Inspected by: Date:


Level I

Templates



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Level I

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Template #5

WASTE SEGREGATION LISTQualification

Area/Section

In-Charge

GENERAL/ACCUMULATED WASTES WASTE SEGREGATION METHOD

Recycle Compose

Dispose


Level I

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Template #6

LOGSERIA

L

DATEISSUE

D

TYPE(Danger/Caution)

DESCRIPTION(System Components, Test

Reference, etc.


Level I

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Template #7

BREAKDOWN / REPAIR REPORT

Property ID Number

Property Name

Location

Findings Recommendation

Inspected by: Reported to:

Date: Date:

Subsequent Action Taken: Recommendation:

By Technician Reported to:

Date: Date:


Level I

Templates



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Teaching methodology

Documents

Transcript of Teaching methodology